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001-es BibID:	BIBFORM108266
035-os BibID:	(Scopus)85133416425 (WoS)000815992800001 (cikkazonosító)909502 (MTMT)32875198
Első szerző:	Eszenyiné Borbély Mária (könyvtáros)
Cím:	Public Library Digital Competency Mapping 2019: A Survey on Digital Skills of Library Professionals With Different Qualifications / Borbély Mária
Dátum:	2022
ISSN:	2504-284X
Tárgyszavak:	Bölcsészettudományok Irodalom- és kultúratudományok idegen nyelvű folyóiratközlemény külföldi lapban folyóiratcikk Digital competences Public libraries Library professionals with different qualifications Self-assessment Hungary
Megjelenés:	Frontiers in Education. - 7 (2022), p. 1-18. -
Pályázati támogatás:	EFOP-3.3.3-VEKOP-16-2016-00001 EFOP-VEKOP Múzeumi és könyvtári fejlesztések mindenkinek University of Debrecen Faculty of Humanities Scholarly Fund. Egyéb
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001-es BibID:

BIBFORM102082

035-os BibID:

(cikkazonosító)814168 (WoS)000761417900001 (Scopus)85125279980

Első szerző:

Győri Krisztina

Cím:

Exploring the Relational Embeddedness of Higher Educational Students During Hungarian Emergency Remote Teaching / Győri Krisztina, Pusztai Gabriella

Dátum:

2022

Megjegyzések:

In 2020, the researchers started studying with utmost haste the effect of the COVID-19 pandemic on teaching. The name of the form of teaching that came to be is disputed, neither the phrase of distance teaching nor digital teaching are professional enough. We use the term of emergency remote teaching (henceforth ERT), which appears in the scientific literature. This refers to the periodical diversion from the normal teaching, and to the emergency distancing in the teaching processes as well. In the present study, we focus on the alteration of student relationships and its correlation with higher educational efficiency because we see the reduction of student relationships as a discriminatory factor of this period. According to the previous results, the institutional embeddedness of students to be an indispensable condition of educational efficiency. In our study, we compared the states of the student relationships before and during the ERT. We hypothesise that the reduction of institutional relations caused by the epidemic is the cause for the student inefficiency, dissatisfaction, and distrust. Our questionnaire was filled by 677 students (172 males, 505 females) from 30 Hungarian higher education institutes altogether. Our results raise attention to the indispensable roles of instructors which are not in close relation to teaching. Furthermore, the results point that the weakening in the student relationships is in correlation with student persistence, student engagement, and institutional trust and satisfaction. According to the study, the reduction of student embeddedness had a negative impact on performance. A further conclusion is that all of this should be taken into consideration when working out a concept for a virtual university.
Győri Krisztina (1997-): Exploring the Relational Embeddedness of Higher Educational Students During Hungarian Emergency Remote Teaching

Tárgyszavak:

Bölcsészettudományok Neveléstudományok idegen nyelvű folyóiratközlemény külföldi lapban
folyóiratcikk

Megjelenés:

Frontiers in Education. - 7 : 7 (2022), p. 1-7. -

További szerzők:

Pusztai Gabriella (1966-) (nevelésszociológus, oktatáskutató)

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001-es BibID:	BIBFORM117635
035-os BibID:	(cikkazonosító)1326515 (WoS)001144532900001 (Scopus)85186599086
Első szerző:	Kovács Klára (oktatáskutató, szociológus)
Cím:	Demands, resources and institutional factors in the work of academic staff in Central and Eastern Europe : results of a qualitative research among university teachers in five countries / Kovács, Klára; Dobay, Beáta; Halasi, Szabolcs; Pinczés, Tamás; Tódor, Imre
Dátum:	2024
ISSN:	2504-284X
Megjegyzések:	Introduction: The increased stress, pressure, and organizational change draw attention to the importance of doing research on workplace stress and resources, as well as other sources of stress among university teachers. Based on the job demands-resources theory (JD-R theory) this paper investigates the workplace factors affecting the health and wellbeing of Central and Eastern European (CEE) academics. A further question is, what are the institutional factors that (could) improve or worsen their wellbeing, as well as how they are able to cope with the stress on an individual level.Methods: For the analyses, seven focus group interviews were conducted with academics from nine higher education institutions in Hungary, Slovakia, Ukraine, Romania, and Serbia (N = 41).Results: According to our results of the focus group interviews the most important workplace difficulties, challenges, and resources are related to teaching roles, interpersonal relationships, support by the management, and infrastructural conditions.Discussion: Institutions can contribute to the wellbeing and health of the academics primarily by offering free or at least discounted participation in sports, cultural and leisure events, as well as mental health counseling, but it is important for these not to be self-serving (the colleagues from the university should not participate in the programs to make up for the missing audiences of the otherwise overfunded organizations of the institution) and haphazard: without a targeted health strategy, these are not sufficiently effective.
Tárgyszavak:	Bölcsészettudományok Neveléstudományok idegen nyelvű folyóiratközlemény külföldi lapban folyóiratcikk
Megjelenés:	Frontiers in Education. - 8 (2024), p. 1-13. -
További szerzők:	Dobay Beáta (sportpedagógus) Halasi Szabolcs Pinczés Tamás Tódor Imre (1983-) (neveléstudományok)
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